小学牛津英语4AUnit6第一课时
牛津小学英语4A Unit6说课
牛津小学英语4A Unit6说课《牛津小学英语》4A Unit6 Whose gloves？第一课时说课一、说教材1. 教学内容及教材地位我的说课内容是《牛津小学英语》4AUnit6 Whose gloves？第一课时。
本单元的主要内容是寻找物主。
这可以联系第二单元的This is his\your\my \her……，I think.的基础上进行拓展练习。
根据课时划分，我确立的教学内容为A部分的第一第二幅图，以及a pair of jeans, a pair of shorts, a pair of gloves ,a pair of shoes, a pair of sock 。
本课时的学习是为第二课时打好基础的，对第二课时的许起着关键作用。
二、说目标（1）教学目标新课标强调知识和技能、过程和方法、情感态度和价值观三个维度的有机结合。
本着这一理念，结合学生的心理特征及认知规律，我对本课设计了如下教学目标：A认知目标：学生能听、说和认读本课时的主要词汇：big\small,long\short,a pair of jeans,a pair of shorts, a piar of gloves,a piar of shoes,a piar of socks.以及句型：The ...is too small\big\long\short.Try this one on./Try this piar on.并能熟练运用。
B情感目标：通过看、听、说、演、练等活动，使学生产生学习英语的兴趣，树立学好英语的信心。
C能力目标：通过创设的实际情境，综合运用所学语言来进行交流，培养学生在实际生活中综合运用语言的能力和对语言的应变能力，能够在生活中，正确运用所学句型。
例如在商店试穿衣服时可以运用此句型。
（2）教学重点和难点1.重点：能听懂、会说、会读、会写5个词汇a pair of jeans, a pair of shorts,a pair of gloves ,a pair of shoes, a pair of sock。
小学英语牛津上海版四年级上册《4Aunit6 My parents第一课时》课件
My parents
Look and read
firemen
a fireman
Guess the job
doctor
Guess the job
nurse
Guess the job
fireman
Guess the job
( 8 ) My father is a policeman.
( 6 ) Doctor White helps the sick people.
5
6 ( 5) The nurse takes care of the old people.
( 1 ) I am a student in Rainbow School.
Look! A police car is coming. I see a tall and strong man. He is a ___p_o_li_c_e_m__a_n.
The woman works in a school. Her students like her. She is a _t_e_a_c_h_e_r_.
teacher
Guess the job
bus driver
Look and say
Look and guess
Number 2.
1
2
He is a fireman.
Number ... He/She is a …
3
4
coo k
5
fireman
doctor
policema n
nurse
Read and match
What does your father/mother do? What does your father do? He/She is a … . He is a doctor.
牛津小学英语4AUnit6第一课时教学设计
牛津小学英语4A Unit 6第一课时教学设计【课题】：《whose gloves?》【教材简解】：本课时选自《牛津小学英语4a》中的unit 6。
本单元的核心教学内容是“寻找物主”。
要求学生围绕服饰类的英语单词在一定的情景下，能正确使用whose is this/are they ? 进行交谈。
在英语中，有些如socks ,trousers ,shoes ,gloves，jeans 等服装类单词是以复数形式出现的，因此与之搭配的be 动词要用are 。
像shoes ,shorts ,gloves 等成双的东西，一般与a pair of 连用，如a pair of gloves /shoes 等，运用时要与动词be 和代词保持一致关系。
此外，本课时还要求学生能用形容词big ,small ,long和short 来描述物体。
在教学过程中，教师可利用多媒体、图片和实物等教学手段，为学生创设模拟情景，组织学生开展学习活动。
本课时安排的是a部分的前三幅图和b部分作为第一课时来学习。
【目标预设】：1.能听懂、会说、会读和会拼写单词big, small, long ,short,sweater， jacket,whose。
2.能正确地听、读单词a pair of jeans ,a pair of gloves。
3.能听得懂、会说和会读日常交际用语the…is /are too… try this one/pair on.能初步运用whose 来进行简单问答。
4.初步理解掌握服饰类单词中复数单词的形式和用法以及与动词be和代词用时的一致关系。
5.使学生能熟练地应用本课所学的语言知识，进行日常交际，形成综合运用语言的能力。
6.通过引导学生参与游戏、表演，对话等丰富多彩的教学活动，营造轻松愉快的教学氛围，激发学生的学习热情。
【重点、难点】：重点：学习本单元的新单词和句型。
会正确说出服装类单词，会正确运用句型进行描述。
4A unit6
“活动化”的教学，“生活化”的课堂牛津小学英语4A教材Unit6（第一课时）教学设计一、教材简析本课的教学内容是服装类单词：jacket sweater scarf；形容词big small long short ；程度副词too。
句型：Look at my… ;It’s too …; Whose …is this? It’s…’s. Try this o ne on..目的是通过生活化的课堂让学生在真实的情境中，灵活运用所学知识。
二、学情分析学生通过一年多的学习，已有一定的语言能力，有些语言点在以前的教学中已有渗透，本课只有scarf too 两个生词，句型Whose …is this? It’s too … Try this one on.是新授，因此都是重点和也是难点。
课堂旨在创设良好的情境激发学生的思维，积极参与到学习中来。
三、设计理念整个教学从新课程的理念处罚，面向全体学生，重组教材，以旧引新，构建联系密切的语言项目，布置生活化的课堂，创设活动化的教学。
发挥教师的主导作用，引导学生主动获取知识，培养学生用英语思维的能力，激发学生用英语表达的欲望。
四、教学目标：知识目标：1、能听懂、会说、会读、会拼单词：sweater ,jacket ,big ,small , long ,short 能听懂、会说、会读单词scarf ,2、能听懂、会说、会读、会写句型：Whose … is this ?It’s…’s . 能听懂、会说、会读Lo ok at my…. ;It’s too … Try this one on .能力目标：培养学生英语思维的能力，以及语言组织能力。
通过直观的生活情景创设，让学生学会评价他人的衣物，并且能用新知识为这些衣物找到主人。
情感目标：使学生喜欢英语，树立大胆说英语的信心。
五、教学重点：a)能四会单词：sweater ,jacket ,big ,small , long ,shortb)能四会句型：Look at my…. ;It’s too … ;Whose … is this ?It’s…’s六、教学难点：１、能四会句型：Look at my…. ;It’s too … ;Whose … is this ?It’s…’s.２、能听懂会说会读句型：Try this one on .七、教学准备：1、衣物（有明显大小长短特征，师生共同准备）2、单词图片，句型卡片．3、录音磁带八、教学过程：Step 1.Warming up1.Sing a song2.Free talkT: Are you ready for class?Ps: Y es ,I’m ready.(class begines)Step 2. Lead in 并且拼读四个形容词.1、T: Look ,I have a rubber.Ps: It’s nice. It’s small. …..T: Y es ,my rubber is small. What about you things?2、引导学生说：Miss Qian ,My … is … .引出单词big , small , long ,short .(贴出单词)[如学生不能引出long ,short,教师可用My hair is long .来引导.]3、Spell one by one4、Do action big big big , small small smalllong long long , short short short5、T: Do action S: SayStep 3 .Presentation1、T: Look at my bag. What about this bag ?Ps:It’s red. It’s nice. It’s big.…T: Y es my bag is big. And it’s magic.Do you know what’s in it? Y ou can touch.S:Touch and guess.Ps:It’s a jacket ,I think….T:Let me see.Y es ,it’s a jacket. 引出jacket2、Read jacket and spell it.3、同理引出sweater［不用touch，直接让学生用Is this a…? 可以乘机复习以前的衣物名称］4、touch and guess game游戏引出scarf并且分别教学，拼读。
牛津英语4AUnit6Whosegloves
牛津英语4AUnit6Whosegloves四年级英语教案教学内容: 牛津英语4a unit 6 第一课时教学目标: 1. 能听懂, 会说, 会拼写 big, small, long, short, a jacket, a sweater2. 能听懂, 会说, 会读 a scarf及日常交际用语: try this one on.3. 能听懂, 会说, 会读会写句型: whose … is this? it’s xx’s.it’s too big/small/long/short.教学重点: 1. 能正确听说读写单词: a sweater, a jacket, big, small, long, short,能听说单词: a scarf2. 能正确听说读写句型: whose … is this? it’s xx’s. it’stoo … .教学难点: 1. 能熟练运用运用: whose … is this? it’s … . 的句型寻找物体的主人.2. 能正确运用日常交际用语: it’s too … . try this one on. 来谈论对方的衣物.教学准备: 挂图, 衣物, 大盒子, 单词卡片, 句型卡片教学过程:step 1. greetings1.t: good morning boys and girls.s: good morning.t: how are you today?s: fine. thank you. and you?t: i’m fine, too. thank you.s: sit down, please.2.①t: what’s this inEnglish? 拿一个橙子s: it’s an orange.t: xx,do you like oranges?s: yes,i do ./ no,i don’t .( 再问某位学生do you like oranges?) t: ok.this small orange is for you.s:thank you .t: not at all.②t :xx, do you like oranges?s: yes,i do .t: ok.this big orange is for you.s:thank you .t: not at all.③t: a big orange ,a small orange .出示 big, small, 读后拼写。
牛津小学英语4A Unit6 Whose gloves？(第一课时)
坚守精品文档主页地址：/afeidoc81牛津小学英语4A Unit6 Whose gloves?（第一课时）【摘要】：教学目标：1.Threeskills:big、small、long、short、Trythisone\pairhose...isthis\arethey?It’s\They’re...It’stoo (2)skills:sofunny、Shelookssofunny.3.能理解名词所有格的用法。
4.通过创境游戏等活动培养学生在句中学词，在交际中运用的能力。
教学重点：目标1教学难点：Whose…政治科教学目标：1.Three skills: big 、small、long、short、Try this\pairhose…is this\are they? It’s\They’re…It’s…2skills: so funny、She looks so funny能理解名词所有格的用法。
4.通过创境游戏等活动培养学生在句中学词，在交际中运用的能力。
学重点：目标1学难点：Whose…is this\are they?及其答句的区分。
具准备：录音机、实物、图片、投影仪学设计：Step1 Revisi1.学生说歌谣：服装衣帽名称。
2.Revise the greetingshe way: 整体问答复习服装类单词。
The way: 运用图片，进行整体到个别的答问练习，再随机谈论同学的服装。
Step 2 Presentati1．出示课题2．Teach: glovesThe way: 运用实物、图片进行教学，并渗透语音教学。
3．随机教: big、small4．Teach: jeans、short、long (in the saay)StepPresentati1.呈现并教学: Whose…are they? They are…The way:(1)师拿手套自问自答：Whose gloves are they? They are my father’s. Whose jeans are they? They’re Miss Yang’s. 再用学生的学习用品问，让学生学会说答句：They’re…(2)再呈现问句：Whose…are they? 领读、分组读、分行读(3)师问生答、生问师答(4)Pair work2.Teach: Whose…is this? It’s …The way: 师故意拿一单数物品让学生提问，纠错过程中呈现并操练。
4AUnit6 第1课时
Unit 6 Whose gloves ?第一课时教学内容：A部分图1-图3，B部分中4个单词及big ,small ,long和short ,D部分。
教学目标：1．能听懂、会说、会读单词a pair of jeans ,a pair of gloves ,a pair of socks .能四会掌握单词a pair of shoes ,big ,small ,long 和short .2. 能听懂、会说、会读日常交际用语Try this one/ pair on .能听懂、会说、会读、会写句型It’s too…The …is /are too…3.能掌握服饰类单词中复数单词的形式和用法以及与动词be 和代词连用时的一致关系。
教学过程：Warm upGreetings.Sing two songs 《We are happy bees 》《Colour songs》.Free talk .围绕服饰、文具、动物类单词进行日常交际。
Practice and presentation.复习单词big ,small ,long 和short .利用形体差别较大的动物玩具，并配上语气和手势复习big ,small , 引导学生认读，拼写。
利用长短不同的文具（如尺子、笔）复习单词long ,short ,并配上适当的手势，引导学生认读和拼写。
2．创设真实情境，教授新句型。
A 教The …is too …Try this one on .a. 指一名学生上台前，让他穿一件小毛衣，师说：Oh ,it's too small .并配上手势。
边说边出示一件大的毛衣，对他说：The sweater is too small .Try this one on .b.出示句型卡片，领读，认读句型The …is too …Try this one on .c.师继续利用实物a hat ,a jacket ,a coat 等进行替换练习，让学生在真实的情景中理解句子的含义。
2019苏教译林牛津小学英语教案4AUnit6
Focus of the lesson and predicted area of difficulty教学重点和难点
教学重点：1.学生能够从整体上阅读故事并理解。
2.学生能够语音语调正确地朗读对话，表演故事。
教学难点：学生能够阅读理解故事内容。
I’d like a glass of milk. What would you like, S1?
S1: I’d like…What would you like, S2?
S2:…
T: Let’s practice in groups of four first.
T: OK, let’s do it! You should say loudly and quickly! (四人小组快速接龙问答)
教学难点：学生能够阅读理解故事内容。
教学准备：PPT
课时安排：四课时
第一课时
第(一)课时总第(二十三)课时
Teaching contents教学内容Story time
Teaching aims and learning objectives教学目标
1.学生能够阅读理解故事内容。
2.学生能够在理解的基础上表演故事。
(用刚刚的食物名称编成一段chant)
T: Can you have a try? (板书关键句型I’d like…)
S: (Say the chant.)
D. One-min-non-stop talking(一分钟说不停)
T: Let’s have one-min-non-stop talking. You can ask freely. Let’s try!
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学科英语年级四执教教师杭俊课题…Unit 6 Whose gloves? Part B and C
教学目标1、能正确地听、说、读、写词组a pair of shoes , a sweater , a jacket 。
2、能正确地听、说、读单词及词组a pair of jeans , a pair of gloves ,
a pair of socks , a pair of shorts , a scarf 。
3. 能正确地听、说、读、写句型Whose …is this/are they? It’s /They’re …
重点难点1、能正确地听、说、读、写词组成双成对的单词用a pair of来形容。
2、能正确使用Whose …is this/are they? It’s /They’re …来“寻找物主”。
教具、学具准备单词教学图片、录音机和磁带
教师和学生活动个人调控
课堂教学设计Step 1: Free talk/ Revision
1.Everyday English.
2.T-S talking. In order to do some preparations for this
unit.
T: Look at my jacket. It’s new.
S: How nice!
T: Thank you.
T: Look at her sweater. I like it. Do you like it?
S: Yes, I do.
T: (point to the sweater) What color is it?
S: It’s red.
Step 2. Presentation.
1.T: (point to a red scarf) What color is it?
S: It’s red,too.
T: What’s this in English?
S: It’s a red scarf.
2.T: (take out a scarf) Is it a red scarf?
S: No, it isn’t. It’s a blue scarf.
T: Oh, I see.
Teach the word: scarf. Read after the teacher, read one by one, at the same time correct their pronunciation.
3.T: Is this your scarf?
S: No, it isn’t. Perhaps it’s ××’s.
T: (turn to another student) Is this your scarf?
S: No, it isn’t. Perhaps it’s Miss Zhu’s.
T: Oh, no, it’s not my scarf. (stick Yang Ling’s picture beside the picture of the scarf) It’s Yang Ling’s.
T: Whose scarf is this?
S: It’s Yang Ling’s.
Then write down the sentence on the Bb.
Teach the word: whose[hu:z], Whose …is it? It’s …’s.
Read and translate it.
4. T: Look, it’s a …
S: Jacket. (they have learnt this word before)
T: Whose jacket is this? (stick Wang Bing’s picture beside it)
S: It’s Wang Bing’s. (ask for a complete answer)
Then ask them to practice this dialogue in pairs. 5.Stick a picture of a sweater on the Bb. Then encourage them to practice like the above dialogue.
6.T: What’re these in English? (take out a pair of shoes)
S: (They are) shoes. It’s a pair of shoes.
Teach them the new word: shoes, pay attention to the plural form. Then teach them the phrase: a pair of, ask them to make more phrases. They may make some phrases they have to learn, so teach them if they speak out. (use the pictures to teach them: a pair of jeans, a pair of socks, a pair of gloves, a pair of shorts)
7.T: Whose jeans are they? (stick the picture on the Bb and write down the sentence structure)
S: They are …’s.
Teach: Whose …are they? They are …’s.
Translate the plural form to the students, ask them to pay more attention to the identical between the subject and the object.)
Step 3 Read and practice.
1.Read the Part B: Look, read and learn after the tape.(5 times)
2.A guessing game: 利用十秒钟记忆，物品是谁的，然后拿走人物图，问：
Whose …is it/are they?.
3.Do the Part C: Ask and answer of the book on page 47.
In pairs.
Step 4. Homework:
1.Copy the new words. (5 times in English, once in
Chinese.)
2.Copy the phrases. (3 times in English, once in Chinese.)
3.Choose 2 pictures and make a dialogue for each. Then copy
them on the copybook.
4.Preview Part A.
板书设计Unit 6 Whose gloves
Whose … is this? It’s …’s.
scarf
sweater
jacket
Whose … are they? They’re …’s.
shoes
gloves
socks
shorts
jeans
课后反思。